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April 17, 2013 - Education/Human Resources Committee Minutes
Education/Human Resources Committee
April 17, 2013

A meeting of the Education/Human Resources Committee was held in Committee Room A at the Limestone Education Centre, 220 Portsmouth Avenue, Kingston, on Wednesday, April 17, 2013, at 4:30 p.m.                
Present Trustees:
H. Brown, Chair
G. Beavis
A. Goodfellow
D. Jackson
S. Ruttan
Present Staff:
K. Burra, Supervisor of Safe and Caring Schools, and Assistant to the Director
B. Fraser-Stiff, Superintendent of Education
N. Marsh, Superintendent of Education
A. McDonnell, Supervising Principal
S. McWilliams, Manager of Human Resources
D. Kirkpatrick, Recording Secretary
Chair Brown called the meeting to order, welcoming those present to the meeting.  She reported that regrets were received from Trustees Chadwick and Murray.

Declaration of Conflict of Interest

        No Trustee declared a conflict of interest.

Approval of Agenda                                                                              

MOVED BY Trustee Beavis, that the agenda, as distributed, be approved.–Carried

Integrated Accessibility Standards Update (Strategic Plan Reference: Item 2.2.3)

        Supervising Principal McDonnell indicated that she would provide a brief presentation that was provided to administrators at a District Principals’ Meeting around the Integrated Accessibility Standards Orientation for School Board Program and Classroom Staff, as follows:

        Ms. McDonnell provided the following information:

Accessible Ontario

        Ontario’s new Integrated Accessibility Standards Regulation (IASR) requires that all staff receive training on:

(a)     The requirements of the accessibility standards set out in the IASR; and

(b)     The Ontario Human Rights Code as it pertains to persons with disabilities.  We offer this overview of the Regulation which will support our progress towards an Accessible Ontario by 2025.

Accessibility Standards and the Ontario Human Rights Code

        The Ontario Human Rights Code contains provisions that promote and protect the rights of persons with disabilities.  To become fully aware of how these provisions of the Ontario Human Rights Code align with the Integrated Accessibility Standards, please access the training module on Human Rights Code, available at

Accessibility for Ontarians with Disabilities Act, 2005 (AODA)

        The goal of the Accessibility for Ontarians with Disabilities Act is to have an accessible Ontario by 2025.

AODA Accessibility Standards

Accessibility Standards cover the following areas:

  • Customer Service (implemented)
  • Built Environment (yet to the released)
  • Employment*
  • Information and Communications*
  • Transportation*
*       These are combined in the Integrated Accessibility Standards Regulation.

Integrated Accessibility Standards

The Integrated Accessibility Standards became an Ontario Regulation in July 2011, and address the following three Standards:

  • Information and Communications
  • Employment
  • Transportation
Putting Integrated Accessibility Standards into Practice

School boards must have policies, practices and procedures that ensure accessible services for people with disabilities in the areas of:

  • Information and Communications
  • Employment
  • Student Transportation
They must also have a multi-year Accessibility Plan outlining strategies to prevent and remove barriers.

Program/Classroom Staff

By January 2013

  • All staff who design, deliver or teach educational programs and courses will undertake accessibility awareness training related to their responsibilities.
  • A key intent of this requirement is that classroom staff will be able to deliver instruction through a lens of accessibility awareness.
The TeachAble Project for Program and Classroom Staff

  • The TeachAble Project offers program and classroom staff a rich array of resources designed to build accessibility awareness.
  • These are available on an easy-to-use website and offer opportunities to deepen knowledge of accessibility at the school level.
The TeachAble Project Resources

  • An Introductory Module on Accessibility Awareness
  • Model Lessons Plans that incorporate accessibility awareness – written by Ontario teachers, aligned with Ontario curriculum, and ready to use
  • An inventory of resources about accessibility
Information & Communications Standard – Training Resources & Materials

As of January 2013:

  • When requested, school boards need to be able to provide educational and training resources or materials in an accessible format;
  • The school board will procure an accessible or conversion ready electronic format where available; and
  • Where the resource is not available in these formats, comparable resources will be provided.
Information & Communications Standard – Information about Programs

As of January 2013:

  • When requested, school boards need to be able to provide information on the requirements, availability and descriptions of its educational programs in an accessible format.
Information & Communications Standard – Student Records

As of January 2013:

  • When requested, school boards need to be able to provide student records in an accessible format.
Information & Communications Standard

As of January 2014:

  • School boards are required to provide accessible formats and communication supports upon request to people with disabilities – in a timely manner and at no greater cost than charged to others.
  • School boards, in determining the best format, must consult with the person making the request.
Information & Communications Standard – Websites

As of January 2014:

  • School boards must ensure that new websites and new web content meet World Wide Web Consortium Web Content Accessibility Guidelines (WCAG).
As of January 2021:

  • School boards must ensure that all its websites and web content meet WCAG 2.0, Level AA accessibility standards.
Information & Communications Standards – School Libraries

As of January 2015:

  • When requested, school boards need to be able to provide, procure or acquire accessible or conversion ready format of print resources for a person with a disability.
As of January 2020:

  • School libraries will be able to provide, procure or acquire an accessible or conversion ready format of digital or multi-media resources upon request by a person with a disability.
Manager McWilliams provided the following information regarding the Accessible Employment Standard:

Accessible Employment Standard

This Standard builds on existing requirements of the Ontario Human Rights Code to accommodate person with disabilities.

By January 2014:

School boards are required to have processes to ensure that:

  • Recruitment is accessible (e.g. making accommodations for interviews);
  • Workplace information and communications are provided in accessible formats;
  • Individual accommodation plans are developed for employees with disabilities;
  • Employees returning to work after disability-related absences are accommodated;
  • Accessibility needs are considered through the full spectrum of employment including performance management, career development and redeployment; and
  • Individualized workplace emergency response information is provided for employees with disabilities (required by January 1, 2012).
Ms. McDonnell provided the following information:

Accessible Transportation Standard – Accessible Student Transportation

By July 1, 2011:

  • School boards shall ensure provision of integrated accessible school transportation for their students; OR
  • Appropriate alternative accessible transportation services for students with disabilities where integrated accessible services are not possible or not the best option for a student.
By January 2014:

  • School boards shall consult with parents or guardians of students with disabilities to develop individual school transportation plans that detail student assistance needs for each student with a disability.
  • This includes plans for boarding, securement and de-boarding, and a process to identify and communicate roles and responsibilities for all those involved in the student’s transportation.

  • Training for Classroom Staff
See: The TeachAble Project

  • General Training – All Staff

  • General Guidelines – Resources

Chair Brown thanked Ms. McDonnell for providing the above-noted information.

Ms. McDonnell and Ms. McWilliams withdrew from the meeting.

Healthy School Update (Strategic Plan Reference: Item 2.2.6)

        Mr. Burra provided a Healthy School update, as follows:

P/PM 150: School Food and Beverage Policy

Basic Tenets

  • “The Ontario government is committed to making schools healthier places for students in order to establish the conditions needed to realize the potential of all students.  A healthy school environment enhances student learning and success, and enhances students’ social and emotional well-being.  Schools have an important role to play in helping students lead healthier lives, including teaching students the skills to make healthy choices and reinforcing those lessons through school practices.” (P/PM 150)
  • Providing healthy food/beverage options and reducing caffeine, sugar, sodium, and fat content
  • Promoting healthy and active lifestyles.
  • Sell Most (≥80%).  Products in this category are the healthiest options and generally have higher levels of essential nutrients and lower amounts of fat, sugar, and/or sodium.  They must make up at least 80 per cent of all food choices that are available for sale in all venues, through all programs, and at all events.  The same requirement applies to beverage choices.
  • See Less (≤20%).  Products in this category may have slightly higher amounts of fat, sugar, and/or sodium than food and beverages in the “Sell Most” category.  They must make up no more than 20 per cent of all food choices that are available for sale in all venues, through all programs, and at all events.  The same requirement applies to beverage choices.
  •         Not Permitted for Sale.  Products in this category generally contain few or no essential nutrients and/or contain high amounts of fat, sugar, and/or sodium (e.g. deep-friend and other fried foods, confectionery).  Food and beverages in this category may not be sold in schools.
P/PM 150: Timeline and Scope

  • P/PM 150 was implemented in September 2011
  • LDSB Administrative Procedure 210 reflects P/PM 150
  • Nine of 11 LDSB cafeterias are operated by Chartwells
  • Two of 11 LDSB cafeterias are school-based
  • KFL&A Public Health has provided invaluable support to both school-based and Chartwells operated cafeterias
  • P/PM 150: “the nutrition standards apply to all food and beverages sold in all venues (e.g. cafeterias, vending machines, tuck shops), through all programs (e.g. catered lunch programs), and at all events (e.g. bake sales, sports events).”
  • The standards do not apply to food and beverages that are: offered in schools to students at no cost; brought from home or purchased off school premises and are not for resale in schools; available for purchase during field trips off school premises; sold in schools for non-school purposed (e.g. sold by an outside organization that is using the gymnasium after school hours for a non-school-related event); sold for fundraising activities that occur off school premises; sold in staff rooms.
  • Schools have ten (10) exemption days per school year.  These days are determined at the school level.
  • KFL&A has a list of compliant providers and anyone can get on the list by discussing recipes with KFL&A.
P/PM 150: Training & Awareness

  • Principals 2010-2011
  • Elementary Teachers 2011-2012 (1 per school)
  • Secondary Teachers 2012-2013 (culinary arts, PHE, family studies)
  • LDSB School Council Liaison Committee (Parent Involvement Committee)
  • P/PM 150 presentation from Public Health readily available for School Councils, administrators, teachers and anyone else as a sustainable training vehicle
  • KFL&A Public Health Rescoures
Parent Education & Awareness

  • Newsletters
  • Agenda insert
  • KFL&A Public Health publications
  • Family Lending Library Resources
  • School Council Training (October yearly)
Survey Results for Principals Related to P/PM 150

  • Over 95% believed the policy has been implemented with some effectiveness at their schools
  • 100% had at least “reasonable confidence” in applying P/PM 150
  • Over 90% found KFL&A Public Health resources useful
  • Almost 80% believed sufficient training had been provided to school staff
Impact and Concerns with P/PM 150

  • Elementary schools have adapted to P/PM 150 in terms of hot lunch programs
  • Fundraising using food (e.g. cheese sales) may continue, but traditional bake sales are problematic
  • Schools need to plan and coordinate to effectively utilize exemption days
  • Lower cafeteria sales in secondary schools
  • Student flight from cafeterias to local options offering non-compliant foods
Chair Brown thanked Mr. Burra for providing the above-noted information.

Mr. Burra and Superintendent Marsh withdrew from the meeting.

Early Learning (Extended Day) Update (Strategic Plan Reference: Item 1.2)

        Superintendent Fraser-Stiff provided an Early Learning (Extended Day) update, as follows:

Full-Day Kindergarten

  • Five year implementation plan 2010-2015
  • 2010-11:  8 schools
  • 2011-12:  3 schools
  • 2012-13:  7 schools
  • 2013-14:  17 schools
  • 2014-15:  13 schools
FDK – Getting ready for 2013-14

  • Staffing – Teachers, Early Childhood Educators
  • Professional Learning
  • Facilities – Retrofits, Additions
  • Welcome to Kindergarten
The Extended-Day Program

  • Before and After-School Program
  • Family Survey
  • Community Partners
  • 2013-14 – 13 schools, 6 third party providers
Parenting & Family Literacy Centres

  • Implemented in Limestone in 2011-12
  • Manager services LDSB and Algonquin and Lakeshore Catholic DSB
  • Limestone PFLCs – Frontenac PS, Polson Park PS, Rideau Heights PS
Ontario Early Years Policy Framework

  • 2007  Premier asks Dr. Charles Pascal, Early Learning Advisor, to prepare report on Early Learning for Ontario
  • 2009 “With Our Best Future in Mind:  Implementing Early Learning in Ontario”, Dr. Charles Pascal
  • 2010  Full-Day Kindergarten implementation
  • 2013  Ontario Early Years Policy Framework (OEYPF)
  • Sets out the vision, guiding principles and key areas for action to build a cohesive and coordinated system of early years and family supports for children 0-6 years
  • Ministry response to feedback received regarding childcare modernization and the concept of Best Start Child and Family Centres (Pascal Report)
  • 2014  Best Start Child and Family Centres – integration of family support programs (OEYP, PFLC, Family Resource Centres, Better Beginnings, Better Futures)
OEYPF:  Guiding Principles to Support Early Years Vision

1.      Programs and services are centred on the child land the family
        a)  Easily accessible
       b)  Early identification and intervention services
        c)  Culturally responsive

2.      Programs and services are of high quality
        a)  Based on child development
        b)  Encourage child creativity and inquiry
        c)  Staff must be knowledgeable, responsive, reflective

3.      Strong partnerships are essential
       a)  Shared commitment and participation
        b)  Role of municipalities, First Nations, school boards, community partners

4.      Programs and services are publicly accountable
        a)  Establish common language and progress measures for early years programs

OEYPF:  Four Priority Areas for Action

1.      Continue with the implementation of full-day kindergarten
2.      Create an effective approach to implementing Best Start Child and Family Centres
3.      Improve the delivery of speech and language services
4.      Stabilize and transform the child care system

1.      Continue FDK

  • Five year implementation plan
  • Designed to give children a stronger start in school and life
  • Involves integrated before- and after-school programs (as required)
  • Full implementation September 2014
2.      Best Start Child and Family Centres

  • Ministry will work with partners to create an effective approach to implementing centres by September 2014
  • Provide families with programs, services and resources in easily accessible locations
  • Provide quality programming that supports play and inquiry-based learning
  • Programs led by qualified staff teams that include ECE
  • Support families with access to information: screening, assessment, community services
3.      Speech & Language Services

  • Improve service access for families
  • Reduce unnecessary duplication of assessment
  • Reduce fragmentation of services
  • Create improved service continuity for families (as they enter school)
4.      Stabilize and transform the child care system

  • Work with partners to modernize the child care sector
  • Schools-First Child Care Capital Retrofit Policy 2012: assist child care operators to convert child care spaces in schools to serve younger children\
  • Introduced new funding formula for child care
  • Develop framework to guide programming in licensed child care settings
  • Support more providers to become licensed, providing more access for families
  • Improve support for children with a range of abilities in licensed child care
        Chair Brown thanked Superintendent Fraser-Stiff for providing the above-noted information.

Future Agenda Items

        Chair Brown advised that “Climate Surveys 2011-2012” would be a topic for the May 22, 2013 Education/Human Resources Committee meeting.

Chair Brown stated that if any Trustee has further agenda items, he/she should let herself or Superintendent Labrie know, so that they can be added to a future Education/Human Resources Committee agenda.

Next Meeting Date

The next meeting of the Education/Human Resources Committee is scheduled for Wednesday, May 22, 2013, at 4:30 p.m


MOVED BY Trustee Goodfellow, that the meeting adjourn at 6:15 p.m.–Carried